Date of Award

4-2003

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

Many non-traditional female students enter post-secondary education by attending a community college. The vast majority of these adult women must simultaneously balance work, family, and educational priorities. Maintaining this tenuous balance is pivotal to persistence. This descriptive study discusses the reasons for delayed entry into post-secondary education by non-traditional female students at Lake Michigan College. It examines how life transitions later influence the decision to attend. Common barriers to persistence and factors supporting persistence are heard through the self-reported experiences of non-traditional female students attending this community college. Recommendations for programming and service delivery are made. Suggestions for further study are explored.

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